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Fizikalna medicina i rehabilitacija (CROSBI ID 52799)

Prilog u knjizi | ostalo

Vlak, Tonko Fizikalna medicina i rehabilitacija // Catalogue of Clinical Skills / Šimunović, Vladimir (ur.). Seattle (WA): CreateSpace, 2013. str. 100-110

Podaci o odgovornosti

Vlak, Tonko

hrvatski

Fizikalna medicina i rehabilitacija

How the Catalogue of Knowledge Should Look Like? Apparently, it is so easy to criticize, let’s create something better, useful and easy to use. To do this, one question has to be answered: “do we need a catalogue at all and why?” We strongly believe a properly composed catalogue of knowledge and skills could be an instrumental tool in undergraduate medical education. There are the thousands conditions, syndromes and diseases offered to confused undergraduate students, and rarely anybody take the time to explain them what is important and what is less important, what they will encounter almost everyday and what they will see rarely, if ever. Such approach is psychologically understandable, because majority of teachers feel that their field (to which they devoted their lifes and careers) is the most important one and that nothing should be omitted. Who can argue with the neurosurgeon that neurosurgery is the best and the most important of all biomedical issues and has to be mastered from A to Z? On the other hand, in the real world of medical education, neurosurgery is one tenth of surgery group, which itself cover no more than five percent of total knowledge offered during the study. Bearing in mind all those contradictory facts, we must obviously not only to list the illnesses and syndromes, but organize them into the categories in accordance to their relevant and real significance. If we are successful, everything will become much easier for students, but for teachers, too. Everybody will have a clear idea, reading such catalogue, what she or he must know completely, in the middle of the night ; what she/he has to know to function properly in everyday routine practice and finally what general information about some conditions they have to possess, with the appropriate skill how and where to find the information and learn more about, if need arose. On the very end come the exotic entities: students will have to know that they exist and this is it. In such manner we will reach two goals: students will know exactly what they mast know and what is expected of them ; teachers will know in what extent and with how many details to prepare the teaching program. Finally, there will be no more dilemmas during examinations, and no more “trick” questions – it is not our duty to amuse the students with the “tricks” but to ensure that they master the ground knowledge and skills necessary for their chosen careers. In short, if we are successful with our enterprise, both teachers and students will acquire a basic frame to lean on, a matrix. In this matrix everybody can and will build his own world of knowledge and skills leading to professional competencies. But in this phases, the matrix is what matter. New Concept and an Appropriate Design (Form) Knowledge Developing our concept on the previously argued principles, we decided to position all knowledge we found essential in the medical education at three levels, which we call T.R.I. system, what’s mean: T stands for total – absolute and full knowledge about the given condition, safely guarded in the students’ permanent long-term memory and ready available in the midday and in the middle of the night. In each of the disciplines we decided to position in this category mainly the most common emergencies and life-saving procedures. R stands for routine – student/young doctor posses such level of knowledge that she/he is competent enough for routine handling the condition, proper case management and referral to a specialist, if needed. In this category we positioned the most common conditions one will meet in primary health care. I stands for information – as name itself say, student/young physician posses the basic information about the said entity and know where and how to look for additional ones, if need arise.

fizikalna medicina, rehabilitacija

nije evidentirano

engleski

Physical Medicine & Rehabilitation

nije evidentirano

physical medicine, rehabilitation

nije evidentirano

Podaci o prilogu

100-110.

objavljeno

Podaci o knjizi

Catalogue of Clinical Skills

Šimunović, Vladimir

Seattle (WA): CreateSpace

2013.

10 1489580212

Povezanost rada

Kliničke medicinske znanosti